Exploring Changes in Preservice Teachers’ Technological Pedagogical Content Knowledge and Stage of Adoption of Technology (Poster 15)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Multiple Perspectives of Technology as an Agent of Change in Teaching and Learning

Abstract

This study examined changes in Pre-service teachers’ (PSTs) Technological Pedagogical Content Knowledge (TPACK) and self-perceived stage of adoption (SOA). The study was guided by two research questions: 1) How did PSTs' externally assessed TPACK and self-perceived SOA change over the duration of the online summer educational technology course? 2) Is there a relationship between TPACK and SOA? Linear mixed growth model analysis indicated significant growth in group TPACK that could be attributed to the course design and PSTs’ course experiences with technology. For SOA the same model indicated significant linear growth but the residual variability in SOA scores was about five times larger than the residual variability in TPACK scores, and SOA was not a predictor of TPACK over time.

Authors

• Xiaoxue Du, MIT Media Lab

• Irina Lyublinskaya, Teachers College, Columbia University

• Bryan Keller, Teachers College, Columbia University